Teaching Gifted Children: Principles and StrategiesLittle, Brown, 1986 - 439 Preparations - Evaluation - Instruction - Individuals and systems - Pace and content - Enrichment - Instructional format - Social implications___ |
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Strona 12
... concern for the development of individual talents , we classify this approach as being pri- marily oriented toward social utility . Our rationale for this classification is the persistent linkage between affective education and goals of ...
... concern for the development of individual talents , we classify this approach as being pri- marily oriented toward social utility . Our rationale for this classification is the persistent linkage between affective education and goals of ...
Strona 69
... concern for social adjustment causes many educators to refuse to place gifted children in any setting except the ... concerned is academic ability ( see Chapter 1 ) . The discussion below also assumes that the gifted are exceptional ...
... concern for social adjustment causes many educators to refuse to place gifted children in any setting except the ... concerned is academic ability ( see Chapter 1 ) . The discussion below also assumes that the gifted are exceptional ...
Strona 348
... concern in a discussion of the emo- tional health or disturbance of gifted students . Teachers and administrators continue to be concerned with the emotional health or imbalance of gifted children . Perhaps this concern is responsible ...
... concern in a discussion of the emo- tional health or disturbance of gifted students . Teachers and administrators continue to be concerned with the emotional health or imbalance of gifted children . Perhaps this concern is responsible ...
Spis treści
From Galton to Renzulli and Back Again 3 | 7 |
3 | 8 |
The Species | 11 |
Prawa autorskie | |
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ability ability grouping academic talent acceleration accelerative achievement tests activities administration Advanced Placement Program alternatives approach appropriate aptitude areas arts assessment behavior cautions Chapter characteristics chil cognitive concepts considered courses creative criterion-referenced tests cultural curriculum dents determine discussion education programs effective elementary eligibility enrichment evaluation example gifted children gifted education gifted programs gifted students giftedness goals grade grams handicapped high school identified independent study individual individualized education programs instruction intellectual IQ tests learning least restrictive environment mastery learning materials math mathematics measure ment methods mini-courses norm-referenced tests number of students options parents particular percent performance placement potential practice problem-solving problems procedures public schools reading referral regular classroom Renzulli require sample screening selected skills social special education specific Stanford-Binet subjects Synectics teachers teaching techniques tion traits underachievers verbal WISC-R Ysseldyke